ETHICAL AND MORAL ASPECTS OF DESIGNING EDUCATIONAL PROGRAMS FOR CHILDREN WITH DISABILITIES: COMPARATIVE ANALYSIS OF CHINA AND RUSSIA

Abstract

The article presents a comparative analysis of ethical and moral aspects of designing educational programs for children with disabilities in China and Russia. The relevance of the topic is due to the growing attention to inclusive education and the need to take into account cultural characteristics in the development of pedagogical approaches. The purpose of the study is to identify common and specific ethical principles and moral norms underlying educational programs for children with disabilities in two countries. The tasks include the analysis of the regulatory framework, the study of value orientations and models for designing the educational process. The research is based on comparative and axiological approaches. A content analysis of legislative acts, educational standards and programs is carried out. An expert survey of teachers and representatives of relevant departments is carried out (n=50). The general ethical principles of humanism, non-discrimination, and a personal approach are revealed. The specifics of Russia are the emphasis on the correctional and developmental component, while China focuses on social adaptation work. The interpretation of the role of the family and society differs. Ethically controversial practices have been documented in both countries. The results deepen scientific understanding of the moral aspects of inclusive education. The practical significance lies in the possibility of taking into account the identified ethical conflicts in the development of educational programs. The study of models for overcoming ethical contradictions is promising.